The prophet Mohammed (PBUH) was sent to bring a message of mercy to all the human beings. The message of islam began to spread from Mecca to Al- Hijaz, it then spread outside the Arab Peninsula reaching the entire world. But when some rulers refused to tell their people about islam, the Muslims began to move towards these regions. The people were given a free choice to join islam or to stick to their own beliefs. The messengers of islam were able to spread the message of islam peacefully. Pious followers of the Prophet settled in the mosques and began to teach Islam to the people. In other countries Islam had little or no impact. This was largely because of the strong beliefs that people already had.

'Under the cover of the WW2, the Nazis tried to kill every Jewish man, woman and child in Europe. For the first time in History, science and technology were not used to improve peoples’ lives but for the mass murder of a whole people. Six million Jews, including 1,500,000 children were murdered: this is called the Holocaust. The Nazis also enslaved and murdered millions of other people because of racism, intolerance and prejudice. Roma and Sinti people (sometimes called Gypsies), people with disabilities, Poles, Soviet prisoners of war, Jehovah’s Witnesses, homosexuals and others were killed in vast numbers. None of this happened very long ago: some of the people involved are still alive today. Nor did it happen very far from where you live. These events occurred in the ‘civilised’ countries of modern Europe. So it was not only the lives of people at the time that were torn apart by the Holocaust, but also our ideas about how human beings treat each other. Because of this the Holocaust is important not only as an event in history but also for how we live our lives today.’   Extract from ‘Torn Apart’ by Imperial War Museum

Information regarding the Treaty of Versailles

A detailed lessons regarding the Anglo Saxons. Perfect for KS3

Learn about what the Anglo Saxon people believed in . Ideal for KS3

Slavery Industrial Revolution Short Questions and Long Questions with a PEE paragraph Q. Marking scheme included

“A nuclear deterrent… Because that always calms everything right down.” (Tony Stark)

Up until February 1917, Russia had been ruled over by a ruling family of Tsars (Emperors) for nearly two centuries…… But by 1917, enough ordinary Russians were fed up enough with the Tsar and their way of life to stage not just one but TWO Revolutions in one year

Describe and evaluate the development of Fenianism within the Irish Diaspora. It was fuelled ambitiously by a nationalist ideological nature and indeed evolved from pre-existing movements drilled by revolutionary inspirations. The Fenian movement is well documented despite being viewed as an illegal organisation. It can be suggested that the Fenian movement blossomed from the decay of the Young Irelanders and flourished from its influences based on the continents struggles for freedom during a period of (which was known as) the ‘springtime of the people’.

In some ways the Weimar Republic as a good place to live, at certain times and in some places. For example the constitution guaranteed rights for all people over the age of 18 to have freedom of speech and the right to vote. This was good because all people had a say in the government and the right to live in safety. Furthermore, during the Golden Age Stresemann solved some of the economic problems like hyper-inflation and got the economy going again, industry began to grow, wages went up and people were able to enjoy the new culture opportunities, showing it was a good place to live.

Get a detailed account of the French Revolution. Ideal for KS3 and KS4

An assessment with short questions and 1x long PEE style question attached